PERC 2024 Abstract Detail Page
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| Abstract Title: | Design Dilemmas: A way of understanding teacher approaches to co-designing physics curricula |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Recent science reforms call for a shift in classrooms from students learning about science to students figuring out science concepts and practices. Teachers often rely on curricular materials as support for implementing these reform-based science initiatives. Importantly, there are curricular materials that are being created by teachers alongside researchers leading to more sustainable curricula. But how do teachers and researchers work together to make necessary decisions about what to include in the curricular materials? I explore a co-design space where physics teachers work on co-designing a storyline-driven physics unit with curriculum designers. I specifically explore design dilemmas as probelms where there are multiple possible directions the team can pursue. I find how three different teachers use their curricular values - criteria that reveal key directions - to resolve these design dilemmas. |
| Session Time: | Poster Session 2 |
| Poster Number: | B72 |
Author/Organizer Information | |
| Primary Contact: |
Katarzyna Pomian Bogdanov Northwestern University |
